FROM INCLUSIVE EDUCATION TO INCLUSIVE SOCIETY: A STUDY ON STRATEGIES, CASES, AND MODERN EDUCATIONAL TECHNOLOGY

This study profoundly argues that inclusive education is a crucial path to mitigating educational inequality and ultimately building an inclusive society. Through a comparative analysis of the unique multicultural educational environment of Uzbekistan in Central Asia and the policy experiences of South Korea, we explore the differences and commonalities in inclusive education strategies based on each country's context. In this process, we examine the potential role of modern educational technology (EdTech) in promoting individualized learning, improving accessibility, and fostering collaborative communities. Furthermore, the author's personal experience teaching nutrition in Uzbekistan is presented as a concrete case, empirically illuminating how theoretical discussions are implemented in real-world educational settings and what implications they hold. This study reveals that inclusive education is not merely an auxiliary measure for specific student groups but a key driver for internalizing a society-wide value of inclusion by respecting the diversity of all learners and transforming the educational system itself. In conclusion, the study suggests the importance of developing teacher professionalism, providing technological support, and engaging in communal efforts to strengthen inclusive education, emphasizing that small changes in the educational field can collectively lead to a transition to an inclusive society.